Download Wu`s school: Honor`s Algebra Teacher: Mr. Wu Date: 2/11/14 Period

Wu’s school: Honor’s Algebra
Teacher:
Mr. Wu
Date:
2/11/14
Materials:
pens, pencil, eraser, highlighters, markers.
Period(s):
7
Content Standard(s)
Content Objective(s)
Language Objective
GCO1: Foundation of Geometry,
language development, how points, lines,
planes, intersect
By the end of class, SWBAT
 Distinguish the difference between
points, lines, and planes and
describe how these different
categorizations allow us to find
properties on a coordinate plane
As evidenced by:
 Graphic organizer
 Classwork
 discussion
By the end of class, SWBAT
 Use the words lines, points, and
planes properly in the context of
mathematics.
Academic Language Considerations
Vocabulary &
Concepts
Both new
vocabulary and
review vocabulary
that is pertinent to
this lesson (review
vocab is italicized)







Points
Lines
Plane
Collinear
Points
Coplanar
Segment
Opposite
ray/ray
Language of Instruction
How language will be used throughout the lesson that
students will need to comprehend




What is the difference between the word “point” in
mathematics and non-mathematics?
How do we define the meaning of a “line” in a
coordinate plane? How does a line look like?
We all heard of airplanes, but the “plane” I am
talking concerns itself with a coordinate plane. How
can we describe the word “plane”?
“collinear points” refers to points being linear.
What does it mean to be linear? Linear means we
Language of Production
How students will need to use language to
demonstrate proficiency with the language
objective.


Students will use the language during
discussion in lecture when I am asking
them to draw upon their past
experiences of what they know about
the word.
After defining the word mathematically,
the students will use the word in their
classwork to reinforce the difference
between conversational English and





Postulate/a
xiom
Intersection
Linear
Coordinate
plane
constant





are going on the same line in a constant, so
“collinear points” means there are points that lie
on the same line.
Coplanar is combining all the points and lines that
exist on the same plane. So a point and a line on
the same plane are said to be “coplanar.”
A segment means we are taking a small part of the
line. Just like we know what a segment of a show is
correct? It is a small part of a show. So a segment
for us in math is a small part of a line.
A ray can be thought of you holding a ray gun (the
endpoint) and you firing in a direction, but for a ray,
it goes on forever. An opposite ray is the ray
opposite of the first ray you shot.
Postulate/Axiom is basically saying the rules
required for understanding Geometry. Think of
them as the laws of Geometry.
Intersection. We all heard of this. We heard of
intersection in the streets, what is the common
ground called? We can call that point, the “point of
intersection” between the two streets.

Academic Mathematical English.
Students will demonstrate their
knowledge of the language through the
discussion and interpretation of the
classwork during lecture.
Overview of Lesson
Time Interval
Teacher Actions
What will the teacher present? What is
the teacher going to say? What will the
teacher be doing?
15 minutes
Warm-up
● Set up notebooks for new unit.
● Distribute Knowledge Rating Scale
on the new geometric words (2-3
minutes)
● Go over knowledge rating scale by
having students raise their hands
to show what they know.
● Ask for volunteers to explain what
they might know about the
vocabulary words.
Student Actions (W,
I, P, S)
What do you expect
the students will be
doing?
●
●
●
(I) students
should be
filling out the
worksheet.
(I) students
will be setting
up notebooks.
(W, I)
students will
ask questions
and the class
Monitoring Learning
What questions will you ask? What content
will you look or listen for? How might you
address misconceptions?
●
●
●
●
Walking around to assist students with
the directions.
Tallying the words by who knows what
on the worksheet gives me information
about how much I need to explain the
word.
Direct students to set up their
notebooks.
Depending on how many students
raised their hands will determine the
emphasis on the word to explain.
●
Count who raised their hands for
each word and write it on the
board.
will listen.
●
(I) students
will be
listening and
discussing
each term.
(I) students
will be writing
down the
definitions.
●
(I, S, P)
students will
be working
individually or
in small
groups or with
partners.
●
●
10 minutes

●
●
●
●
5-10 minutes
15-20 minutes
20 minutes
Lecture on the vocabulary words
(first 3-4) on the board with doc
cam.
Dissect each word carefully using
the students’ prior knowledge.
Draw on students’ experiences to
get a sense of where the students
know and do not know.
Define each word after a quick
discussion.
Build on students responses; only
give key questions when
definitions are going away from
main definition.
 Transition into classwork.
 Do an example on the board.
 Call students back to review
answers
 Walk around.

Continue with lecture on the other
vocabulary words (4-7) on the
board with doc cam.
 Build definition from students’ prior
knowledge.
●
●
Introduce/finish classwork and
homework
Walk around to engage with
students
●
●
●
●
●
●
●
Building on students’ response allows
the students to be in charge of their
own acquirement of knowledge.
Asking questions that center the
knowledge on the students’
experience to build into academic
language.
If students do not give relevant
responses, use what they have said
and create an example or use
everyday examples to anchor
definition (these words are easily used
in different discipline, draw on those
references).
Walk around to the struggling students
to inquire questions and see what they
have done.
Have short discussions of the
problems with tables.
Monitor how the students are
interpreting the questions by asking
them how the problem should be
started.
●
(I) students
will be
listening and
discussing
each term.
● Building on students’ response
allows the students to be in charge of
their own acquirement of knowledge.
● Asking questions that center
the knowledge on the students’
experience to build into academic
language.
●
(I, S, P)
students will
be working
individually or
● Walk around to the struggling
students to inquire questions and see
what they have done.
● Have short discussions of the
●
●
2 minutes
If necessary, go over questions if
students are confused.
Gather the struggling math
students (there is a list on the
desk) together to do a short
review.
Closure
 Pack up and remind students
about their homework.
 Announce any quizzes/tests and
remind students of tutoring.
in small
groups or with
partners.
●
(I) students
should be
packing up
and listening.
problems with tables.
● Monitor how the students are
interpreting the questions by asking
them how the problem should be
started.
●
None.
Differentiation
Additional Scaffolds for Specific Students’ Needs
Consider language needs for specific students,
accommodations aligned with IEPs or 504 plans, and support
for students lacking related prior knowledge.
●
●
●
●
Asking students what they think the word is from their
experiences and then building on them.
Calling on the advanced students first to answer
questions then calling on lower ability students to
summarize.
Having the graphic organizer and classwork in front of
them to get the students focused.
With tutor helping the advanced students, I will have
small group discussions with struggling/English learners.
Extension Problems/Activities for Accelerated Learners
●
●
●
●
challenge points
learn zillion
tenmarks
tutor will talk to advanced students and have their own
one-to-one interaction
Wu’s school: Honor’s Algebra
Teacher:
Materials:
Mr. Wu
Date:
2/13/14
Period(s):
7
notebook, pencils, pens, highlighters, glue sticks, scissors.
Objectives
Content Standard(s)
GCO 1: Naming parts of a shape through
segment addition postulate and angle
addition postulate
Content Objective(s)
By the end of class, SWBAT
 Name and identify angles using
symbols, 1 letter/3letters.
 Name and identify segments using
symbols, 2 letters.
 Name and identify lines using
symbols, 1 letter/2 letters.
 Name and identify Rays using
symbols, 2 letters.
As evidenced by:
 Graphic organizer
 Classwork
 Homework
 Exit slip
Academic Language Considerations
Vocabulary & Concepts
Language of Instruction
Both new vocabulary and
How language will be used throughout the lesson
review vocabulary that is
that students will need to comprehend
pertinent to this lesson (review
vocab is italicized)
 What is an “angle”?
 Angles
 How does this relate to lines? What about
 Points
curves?
 Lines
 What is the relationship between angles,
 Plane
points, rays, lines, and segments?
 Collinear Points
 Do angles consist of the properties we
 Coplanar
learned last time?
 Segment

What is angle addition?
 Opposite ray/ray
 What is segment addition?
 Postulate/axiom
Language Objective
By the end of class, SWBAT
 Distinguish and use the appropriate
notation for angles, segments, lines,
and rays in order to correctly write
and say the geometry in class and
with their peers.
Language of Production
How students will need to use language to
demonstrate proficiency with the language
objective.



Students will use the language during
discussion in lecture when I am asking them
to draw upon their past experiences of what
they know about the word.
After defining the word mathematically, the
students will use the word in their classwork
to reinforce the difference between
conversational English and Academic
Mathematical English.
Students will demonstrate their knowledge




Intersection
Linear
Coordinate plane
constant



How do we know how to find segment
addition?
How does adding a segment with another
segment help us? How does this tie into
algebra?
What is a vertex? Can you describe it in
your own words?
Overview of Lesson
Time Interval
Teacher Actions
What will the teacher present? What is the teacher
going to say? What will the teacher be doing?
5-10 minutes
15 minutes
15 minutes
20 minutes
Warm-up
 Set up notebook for today.
 Pass out handouts
 Make announcements
 Stamp homework.
 Using graphic organizer sheet, go over
vocabulary one by one with open discussion
(first 4-5) on the board with doc cam.
 Guide with key question to make student
discovery.
 Popcorn call on students.
 Build on student responses.
 Do classwork, go over one example, then allow
students to do it themselves or in small
groups/pairs
 Go over classwork questions if students are
struggling.



Go back into vocabulary discussion (5-10
words) on the board with doc cam.
Guide with key question to make student
discovery.
of the language through the discussion and
interpretation of the classwork during
lecture.
Student Actions (W, I, P,
S)
What do you expect the
students will be doing?

(I) students will be
setting up their
notebooks.

(W) students will
be listening to
lecture
(I) students will be
taking notes
(I) students will be
asking questions.
(I,P,S) students
will be working on
classwork.



Monitoring Learning
What questions will you ask? What
content will you look or listen for?
How might you address
misconceptions?
 Check homework to
completeness and
comprehension, i.e. did they
find the points, lines, and
planes notation correctly.







(W) students will
be listening to
lecture
(I) students will be


Asking questions and asking
students to build upon their
peers’ answer
Depending on the
discussion, either elaborate
or move on to next word.
Walk around to the
struggling students to inquire
questions and see what they
have done.
Have short discussions of
the problems with tables.
Monitor how the students are
interpreting the questions by
asking them how the
problem should be started.
Asking questions and asking
students to build upon their
peers’ answer
Depending on the
10-15 minutes


Popcorn call on students.
Build on student responses.





Start on notes that tie into homework.
Give examples, then go into you try problems.
Go over problems step by step.
Call on students to discuss the problem.
If time allows, ask a student to do one question,
and call on another student to explain the
process.
Discuss how to start the problems.






taking notes
(I) students will be
asking questions.
(I,P,S) students
will be working on
classwork.
(W) students will
be listening to
lecture
(I) students will be
taking notes
(I) students will be
asking questions.
discussion, either elaborate
or move on to next word.





5-10 minutes
Differentiation
Additional Scaffolds for Specific Students’ Needs
Consider language needs for specific students, accommodations
aligned with IEPs or 504 plans, and support for students lacking
related prior knowledge.





Closure
 Give exit slip as an assessment.
 Grade them and give them the next day.
Asking students what they think the word is from their
experiences and then building on them.
Calling on the advanced students first to answer questions
then calling on lower ability students to summarize.
Having the graphic organizer and classwork in front of them
to get the students focused.
With tutor helping the advanced students, I will have small
group discussions with the struggling/English learners.
(I) students will be
doing the exit slip.

Walk around to the
struggling students to inquire
questions and see what they
have done.
Have short discussions of
the problems with tables.
Monitor how the students are
interpreting the questions by
asking them how the
problem should be started.
Asking questions and asking
students to build upon their
peers’ answer
Depending on the
discussion, either elaborate
or move on to next word.
Monitor students.
Extension Problems/Activities for Accelerated Learners




challenge points
tenmarks
learn zillion
tutor will talk to advanced students and have their own oneto-one interaction
Wu’s school: Honor’s Algebra
Teacher:
Materials:
Mr. Wu
Date:
2/18/14
Period(s):
7
notebook, pencils, pens, highlighters, glue sticks, scissors.
Objectives
Content Standard(s)
GCO 1: Naming parts of a shape through
segment addition postulate and angle
addition postulate
Content Objective(s)
By the end of class, SWBAT
 Name and identify angles using
symbols, 1 letter/3letters.
 Name and identify segments using
symbols, 2 letters.
 Name and identify lines using
symbols, 1 letter/2 letters.
 Name and identify Rays using
symbols, 2 letters.
As evidenced by:
 Graphic organizer
 Classwork
 Homework

Academic Language Considerations
Vocabulary & Concepts
Language of Instruction
Both new vocabulary and
How language will be used throughout the lesson
review vocabulary that is
that students will need to comprehend
pertinent to this lesson (review
vocab is italicized)
 What is an “angle”?
 Angle Bisector
 How does this relate to lines? What about
 Supplementary
curves?
 Complementary
 What is the relationship between angles,
 Vertical angles
points, rays, lines, and segments?
 Adjacent angles
 Do angles consist of the properties we
 Congruent angles
learned last time?
 Vertex

What is angle addition?
 Interior/exterior
 What is segment addition?
 sides
Language Objective
By the end of class, SWBAT
 Distinguish and use the appropriate
notation for angles, segments, lines,
and rays in order to correctly write
and say the geometry in class and
with their peers.
Language of Production
How students will need to use language to
demonstrate proficiency with the language
objective.



Students will use the language during
discussion in lecture when I am asking them
to draw upon their past experiences of what
they know about the word.
After defining the word mathematically, the
students will use the word in their classwork
to reinforce the difference between
conversational English and Academic
Mathematical English.
Students will demonstrate their knowledge
of the language through the discussion and
 How do we know how to find segment
 Angles
interpretation of the classwork during
addition?
 Points
lecture.
 What are vertical angles? How can we
 Lines
 Students will be talking to their classmates
describe them?
 Plane
and answering open discussion questions to
 What does the word adjacent mean? How
 Collinear Points
use and connect their knowledge to the new
do we visually see this?
 Coplanar
knowledge being acquired.
 What does it mean to bisect something? Is
 Segment
this similar to having congruent
 Opposite ray/ray
segments/angles?
 Postulate/axiom
 How do we define sides?
 Intersection
 What about congruent? What is the
 Linear
difference between congruent and equal?
 Coordinate plane
 constant
Overview of Lesson
Time Interval
Teacher Actions
Student Actions (W, I, P, S)
Monitoring Learning
What will the teacher present? What is the
What do you expect the
What questions will you ask? What
teacher going to say? What will the teacher be
students will be doing?
content will you look or listen for?
doing?
How might you address
misconceptions?
Warm-up
10-15 minutes
 (I) students will be
 Check homework to
setting
up
their
completeness and
 Go over exit slip.
notebooks.
comprehension, i.e. did they
 Set up notebook and pass out handouts.
find the points, lines, and
 (I) students will be
 Stamp homework
planes notation correctly.
writing in the correct
answers for their exit
slip and comparing
where they went wrong.
15 minutes
 Using graphic organizer, go over
 (W) students will be
 Asking questions and asking
vocabulary of angles and its properties on
listening to lecture
students to build upon their
the board with doc cam.
peers’ answer
 (I) students will be
 Guide with key questions.
taking notes
 Depending on the
discussion, either elaborate
 Popcorn call on students.
 (I) students will be
or move on to next word.
asking questions.
 Build on student responses.
5 minutes
 Quick independent you try problem.
 (I) students will be
 Walk around to the
working on you try
struggling students to inquire
 Explain you try problem either 1) teacher
problem.
questions and see what they
explanation or 2) student explanation.
have done.
15 minutes
 Go over you try problem after student
 (W) students will be
 Asking questions and asking
explains if necessary.
listening to lecture
students to build upon their
peers’ answer
 Continue with vocabulary.
 (I) students will be


10-15 minutes



Build on student responses.
If definitions are not to your liking, always
draw a visual representation and dissect
that diagram with the class.
Go into classwork after doing one
example.
Walk around
Go over classwork.


taking notes
(I) students will be
asking questions.

Depending on the
discussion, either elaborate
or move on to next word.
(I,P,S) students will be
working on classwork.

Walk around to the
struggling students to inquire
questions and see what they
have done.
Have short discussions of
the problems with tables.
Monitor how the students are
interpreting the questions by
asking them how the
problem should be started.
Walk around to the
struggling students to inquire
questions and see what they
have done.
Have short discussions of
the problems with tables.
Monitor how the students are
interpreting the questions by
asking them how the
problem should be started.
Asking questions and asking
students to build upon their
peers’ answer
Depending on the
discussion, either elaborate
or move on to next word.
Look for the integration of
geometry and algebra when
helping students.
Walk around to the
struggling students to inquire
questions and see what they
have done.


10 minutes


Go over notes on applying the definition
of words with algebra.
Do 1 I do problem, then 1 we do problem,
then 1 you do problem.




(I,P,S) students will be
working on classwork.
(W) students will be
listening to lecture
(I) students will be
taking notes
(I) students will be
asking questions.






10 minutes
Closure
 Work on homework
 Pack up
Differentiation
Additional Scaffolds for Specific Students’ Needs
Consider language needs for specific students, accommodations

(I,P,S) students will be
working on classwork.

Extension Problems/Activities for Accelerated Learners
aligned with IEPs or 504 plans, and support for students lacking
related prior knowledge.




Asking students what they think the word is from their
experiences and then building on them.
Calling on the advanced students first to answer questions
then calling on lower ability students to summarize.
Having the graphic organizer and classwork in front of them
to get the students focused.
With tutor helping the advanced students, I will have small
group discussions with the struggling/English learners.



challenge points
tenmarks
tutor will talk to advanced students and have their own oneto-one interaction